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CCSS Math, 6th Grade 1

Created June 2011, Southeast Idaho

Domain: Ratios and Proportional Relationships 6.RP Pacing Guide

Standard: Understand ratio concepts and use ratio reasoning to solve problems.

Essential Questions:CCSS Standards Sample Sheltered

Instruction Content andLanguage Objective

Task Analysis Vocabulary SampleAssessmentItem

SuggestedMaterials/Resources and Correlated Idaho Standards

Sample ELL Strategy6.RP.1.Understand the concept of a ratio and use ratiolanguage to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”

e.g., Sample Content Objective: Sample Language Objective

Use ratio language to describe a comparisonof two quantities which can be written as a to b, a/b , or a:b.

Prior Fraction

Lesson 6-1 Ratios and Rates

Lesson 6-2 Ratio Tables

Sample ELL Strategy Explicit Ratio

Introductory




Standard: Understand ratio concepts and use ratio reasoning to solveproblems.


Instruction Content and Language Objective



Sample ELL Strategy6.RP.2.Understand the concept of a unit rate a/bassociated with a ratio a:bwith b ≠ 0, and use rate language in the context of a ratio relationship.For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.”


Demonstrate understanding of unitrate.

Create unit rates to name the amount of either quantity, in terms of the other quantity.

Express the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0,and use rate language in the context of a ratio relationship.

Prior Lesson 6-1 page 315 Ratios and rates

6-2 Ratio Tables 6-3 Proportion

Sample ELL Strategy Explicit Rate Unit rate

Introductory Proportion




Standard: Understand ratio concepts and use ratio reasoning to solve problems.





Sample ELL Strategy6.RP.3a-d.Use ratio and rate reasoning to solve real- world and mathematical problems, e.g., by reasoningabout tables of equivalent ratios, tapediagrams, double number line diagrams, or equations.

a. Make tables of equivalent ratios relating quantities with whole number measurements, find missing values in the tables, and plotthe pairs of values on the coordinate plane. Use tables to compareratios.


Recognize ratios in real lifesituations:A :

Create table of equivalent ratios.

Find missing values within a ratio table.

Compare ratios using tables.

Plot pairs of values from a ratio table on a coordinate plane.

B : Solve unit rate

problems involving unit pricing.

Solve unit rate problems involving constant speed.

C : Convert decimals to

percentages.

Prior Coordinate

plane Ordered pairs Percentage

Extend 2-2 page 86 (need the Excel program and access to computers for every student)

2-1 Make a table 11-7 Coordinate plane Lesson 6-1 6-2 Ratio Tables 6-3 Proportion 6-4 Solving Proportions 6-5 Looking for Patterns 6-6 Sequences and

Expressions 6-7 Proportions and

equations 7-1 Percent and

Probability 7-2 Circle graphs 7-3 Percents and Decimals 7-4 Probability 7-5 Sample Spaces 7-6 Making Predictions 7-7 solve a Simpler

Problem 7-8 Estimating with

Percents

Sample ELL Strategy Explicit Equivalent

ratios Ratio tables

Introductory



b. Solve unit rate problems including those involving unit pricing andconstant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?c. Find a percent of a quantity as a rate per 100 (e.g., 30% of aquantity means 30/100times the quantity); solve problems involving finding the whole, given a part and the percent.d. Use ratio reasoning to convert measurement units; manipulateand transform units appropriately when multiplying or dividing quantities.

Convert fractions to percentages.

Find a percent of a quantity as a rate per100 (e.g., 30% of a quantity means30/100 times the quantity).

Given a part and the percent, solve problems to find the whole.

D : Use ratios to convert

measurement units.



Domain: The Number System 6.NS Pacing Guide

Standard: Apply and extend previous understandings of multiplication anddivision to divide fractions byfractions.Essential Questions:CCSS Standards Sample Sheltered


Task Analysis Vocabulary Sample Assessment Item

Suggested Materials/Resources and Correlated Idaho Standards

Sample ELLStrategy

6.NS.1.Interpret and compute quotients offractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show thequotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3.(In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each

e.g., SampleContent Objective: Sample Language Objective

Construct and use a visual fractionmodels to represent a story probleminvolving division of fractions by fractions.

Construct and solve equations from visual fraction models.

Compute quotients of fractions.

Prior Reciprocal Quotient Numerator Denominator

5-6 Estimating Products of Fractions

5-7 Multiplying Fractions

5-8 Multiplying Mixed Numbers

5-9 Dividing Fractions

5-10 Dividing Mixed numbers

Sample ELL Strategy

Explicit



person get if 3 people share 1/2 lbof chocolate equally? How many3/4-cupservings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi? Compute fluently with multi- digit numbers and find common factors and multiples.

Solve word problemsinvolving division of fractions by fractions.

Interpret quotients of fractions given the context of the story problem.

Introductory




Standard: Compute fluently with multi-digit numbers and find common factors and multiples.





Sample ELL Strategy6.NS.2.Fluently divide multi- digit numbers using thestandard algorithm.


Divide multi-digit numbers using thestandard algorithm.

Prior Divisor Dividend Quotient

Additional Worksheets needed to review division of multi-digit numbers using the standard algorithm

Sample ELL Strategy Explicit

Introductory









Sample ELL Strategy6.NS.3.Fluently add, subtract, multiply, and dividemulti-digit decimals using the standard algorithm for each operation.


Add multi-digit decimals using thestandard algorithm.

Subtract multi-digit decimals using the standard algorithm.

Multiply multi-digit decimals using the standard algorithm.

Divide multi-digit decimals using the standard algorithm.

Prior Decimal Tenths Hundredths Thousandths

3-4 Estimating Sums and Differences

3-5 adding and Subtracting decimals

3-6 Multiplying Decimals by Whole Numbers

3-7 Multiplying Decimals

3-8 Dividing Decimals by Whole Numbers

3-9 Dividing by Decimals


Introductory









Sample ELLStrategy

6.NS.4.Find the greatestcommon factor of two whole numbers less than or equal to100 and the least common multiple of two whole numbers less than or equal to12. Use the distributive property to express a sum of two whole numbers1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2).


Distinguish prime from composite numbers.

Apply divisibility rules. Decompose (break down)

numbers into factors. Demonstrate the use of

prime factorization to find common factors and multiples.

Find the greatest common factor of two whole numbers less than or equal to 100.

Find the least common multiple of two whole numbers less than or equal to 12.

Apply the distributive property to express any sum as a multiple of a GCF and the sum of two whole numbers.

Prior Factor Multiple Common

factor Prime number Composite

number

1-2 Prime Factors 4-1 Greatest

Common Factor 4-5 Least Common

Multiple 12-1 Distributive

property 12-2 Simplifying

Algebraic expressions

Sample ELL Strategy

Explicit Greatest

Common Factor

Least CommonMultiple

Distributive property

Prime factorization

Introductory




Standard: Apply and extend previous understandings of numbers to the system of rational numbers.





Sample ELL Strategy6.NS.5.Understand that positive and negative numbers areused together to describe quantities having opposite directions or values (e.g.,temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaningof 0 in each situation.


Recognize the meaning of thepositive and negative numbers when given context (real world examples).

Explain the meaning of “zero” within a given context (zero is a point of reference or the point of origin).

Prior Opposite

2-9 Integers and Graphing

11-1 Ordering Integers

Sample ELL Strategy Explicit Negative

numbers Positive

numbers Integers

Introductory









Sample ELLStrategy

6.NS.6a-c.Understand a rational number as a point on the number line.Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.

a. Recognize opposite signs of numbers as

e.g., SampleContent Objective: Sample Language Objective

A : Define rational numbers

and integers. Classify rational numbers

and integers. Show that a negative sign

and a positive signindicates the direction from zero.

Conclude that a negative sign indicates “the opposite of.”

Plot a rational number on a number line.

Recognize that opposite signs of numbers indicate locations equidistant either direction from zero on the number line.

Prior Coordinate plane 1st quadrant x-axis y-axis Origin Ordered pairs Coordinates Horizontal/vertical

number line

4-7 Writing Decimals as Fractions

11-1 Ordering Integers

11-2 Adding Integers

11-3 Subtracting Integers

11-4 Multiplying Integers

11-6 Dividing Integers

11-7 The coordinate plane

11-8 Translations 11-9 Reflections 11-10 Rotations

Sample ELL Strategy

Explicit Rational number



indicating locationson opposite sides of0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g.,–(–3) = 3, and that 0 is its own opposite.b. Understand signs of numbers in ordered pairs as indicatinglocations in quadrants of the coordinate plane; recognize that when two orderedpairs differ only by signs, the locations of the points areRelated by reflections across one or both axes.c. Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairsOf integers and other rational numbers on a coordinate plane.

Identify that the opposite of the opposite of a number isthe number itself.

Recognize that zero is its own opposite

B: Locate the four quadrants

on a coordinate plane. Recognize that larger

numbers are on the right or the top of the number line and smaller numbers are to the left or bottom of the number line.

Locate positive and negative numbers on the x and y- axis.

Understand signs of numbers in ordered pairs as indicating

locations in quadrants of the coordinate plane.

Recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections (mirror images) across one or both axes.

C : Plot ordered pairs of

integers and other rational numbers on a coordinate plane in all four quadrants.

Introductory Reflection Quadrant 2nd quadrant 3rd quadrant 4th quadrant









Sample ELL Strategy6.NS.7a-d.Understand ordering and absolute value of rational numbers.

a. Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret –3 >–7 as a statement that –3 is located to the right of –7 one number line oriented from left to right.b. Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write –3 oC > –7 oC to express the fact that –3

e.g., Sample ContentObjective: SampleLanguage Objective

A : Recognize that larger

numbers are on the right of the number line and smaller numbers are to the left of the number line.

Use a number line to show the relationship between two numbers.

Demonstrate understanding that inequalities are a comparison of quantities.

Use comparison signs (< , >, ≤ , ≥ , ≠) to show the relationship between quantities.

B: Explain statements of

order for rational numbers in real-world contexts.

Prior Greater than Less than

2-9 Integers and graphing

11-1 Ordering Integers 11-2 Adding Integers 11-3 Subtracting

Integers 11-4 Multiplying

Integers 11-6 Dividing Integers 11-7 The coordinate

plane 11-8 Translations 11-9 Reflections 11-10 Rotations LA2 and Negative

Rational Numbers LA4 Absolute Value 12-4 Solving inequalities

using models *additional resources

needed for absolute value

Sample ELL Strategy Explicit Absolute

value Inequality

Introductory



oC is warmer than –7oC.c. Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of –30 dollars, write |–30| = 30 to describe the size of the debt in dollars.d. Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than –30dollars represents a debt greater than 30 dollars.

Interpret statements of order forrational numbers in real-world contexts.

Write statements of order for rational numbers in real-world contexts.

C : Recognize the symbol

for absolute value (│x│).

Read and write absolute value.

Describe the absolute value of a rational number as its distance from 0 on the number line.

Interpret absolute value in a real-world situation.

D : Compare statements

of absolute value. Apply statements of a

comparison using absolute value.









Sample ELL Strategy6.NS.8.Solve real-world and mathematical problemsby graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.


Graph ordered pairs in all four quadrants.

Identify absolute value of each coordinate within ordered pairs.

Use the absolute value to find the distance between points on a coordinate plane.

Solve mathematical problems by graphing points in all four quadrants of the coordinate plane.

Solve real-world problems by graphing points in all four quadrants of the coordinate plane.

Prior 11-7 The coordinate plane

Practice Page 49 11-8 Translations 11-9 Reflections 11-10 Rotations

* Need more information on absolute value


Introductory



Domain: Equations and Expressions 6.EE Pacing Guide

Standard: Apply and extend previous understandings of arithmetic to algebraic expressions.





Sample ELL Strategy6.EE.1.Write and evaluate numerical expressionsinvolving whole- number exponents.


Express whole- number exponents asrepeated multiplication.

Write numerical expressions involving whole-number exponents.

Evaluate numerical expressions involving whole-number exponents.

.

Prior Exponent Base Power

Lesson 1-3 Powers and Exponents

Lesson 1-4 Order of Operations

Lesson 1-5 Algebra: Variables and Expressions

12-1 Distributive property

12-2 Simplifying Algebraic expressions

12-3 Solving Addition equations

12-4 Solving Subtration Equations

12-5 Solving Multiplication Equations


Introductory









Sample ELL Strategy6.EE.2a-c.Write, read, and evaluate expressions in which letters stand for numbers.

a. Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation “Subtract y from 5” as5 – y.b. Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, and coefficient); view one or more parts of an expression as a single entity. For example,


A : Define variable. Translate word

phrases into numeric and algebraic expressions.

Read and write numeric and algebraic expressions.

B: Identify parts of

numerical and algebraic expressions using mathematical terms.

Defining sums, differences, products and quotients inside parenthesis as one quantity.

C :

Prior Sum Product Factor Quotient Term

Lesson 1-4 Order of Operations

Lesson 1-5 Algebra: Variables and Expressions

1-6 Algebra Functions 1-8 Equations 12-3 Solving Addition

equations 12-4 Solving

Subtraction Equations 12-5 Solving

Multiplication Equations

Sample ELL Strategy Explicit Variable Constant Coefficient

Introductory Algebraic

expression Numeric

expression Expression



describe the expression2 (8 + 7) as a product of two factors; view (8+ 7) as Botha single entity and a sum of two terms.c. Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations).For example, use the formulas V = s3 and A= 6 s2 to find the volume and surface area of a cube with sides of length s = 1/2.

Evaluate formulas by substituting aspecific value for each variable.

Apply conventional order (order of operations) tosolving multiple step expressions (including whole number exponents).









Sample ELL Strategy6.EE.3.Apply the properties of operations to generateequivalent expressions.For example, apply the distributive property to the expression 3 (2 +x) to produce the equivalent expression6 + 3x; apply the distributive property to the expression 24x+ 18y to produce the equivalent expression6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression3y.


Demonstrate working knowledge of theproperties of operations.

Generate equivalent expressions using the properties of operations.

Prior Commutative Associative identity Distributive Zero property

12-1 Distributive Property

12-2 Simplifying Algebraic Expressions

12-3 Subtraction Property

Concepts and Skills Bank pg.748


Introductory



Domain : Equations and Expressions 6.EE Pacing Guide






Sample ELL Strategy6.EE.4.Identify when two expressions areequivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, theexpressions y + y + y and3y are equivalent because they name the same number regardless of which number y stands for.


Identify when two expressions areequivalent

Prior 1-5 Algebra: Variables and Expressions


12-3 Solving Addition Equations

12-4 Solving Subtraction Equations



Introductory




Standard: Reason about and solve one-variable equations and inequalities.





Sample ELL Strategy6.EE.5.Understand solving an equation or inequalityas a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.


Understand solving an equation orinequality as a process of answering the question: Which values from a specified set, if any, make the equation or inequality true?

Given a set of numbers, use substitution to determine which number makes an equation or inequality true.

Prior Substitution

1-5 Algebra: Variables and Expressions


12-3 Solving Addition Equations

12-4 Solving Subtraction Equations



Introductory









Sample ELL Strategy6.EE.6.Use variables to represent numbers and writeexpressions when solving a real-world or mathematical problem; understand that avariable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.


Understand that a variable can representan unknown number, or, depending on the purpose at hand, any number in a specified set.

Apply knowledge of algebraic expressions to write expressions when solving a real- world or mathematical problem;

Prior 1-5 Variables and Expressions

The book uses “Real World Situations” throughout.


Introductory









Sample ELL Strategy6.EE.7.Solve real-world and mathematical problemsby writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers.


Explore strategies for solving one-stepequations.

Use algebraic equations to solve real-world and mathematical problems.

Prior 12-1 thru 12-6 Algebra: Properties and Equations


Introductory Inverse

operations



Domain :Equations and Expressions 6.EE Pacing Guide






Sample ELL Strategy6.EE.8.Write an inequality of the form x > c or x < c torepresent a constraintor condition in a real-world or mathematical problem. Recognize that inequalities of the form x> c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams.


Recognize that a variable in an inequality represents more than one number.

Represent solutions of inequalities on number line diagrams.

Write an inequality to represent a constraint or condition in a real-world or mathematical problem.

Prior 3-2 Comparing and Ordering Decimals

Concepts and Skills Bank pgs. 749-750


Introductory



Domain Equations and Expressions 6.EE Pacing Guide

Standard: Represent and analyze quantitative relationships between dependent and independent variables.

Essential Questions:CCSS Standards Sample

Sheltered Instruction Content and Language Objective



Sample ELLStrategy

6.EE.9.Use variables to represent twoquantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation.For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time.


Use multiple representations to showrelationships between two quantities that change in relation to one another.

Use variables to represent two quantities in a real- world problem thatchange in relationship to one another.

Write an equation to express one quantity in terms of the other quantity (dependent/ independent variable).

Analyze the relationship between the dependentand independent variables using graphs and tables.

Relate graphs and tables to the equation.

Prior No Material Available

Sample ELL Strategy

Explicit

Introductory Dependent Independent



Domain: Geometry 6.G Pacing Guide

Standard: Solve real-world and mathematical problems involving area, surface area, and volume.





Sample ELL Strategy

6.G.1.Find the area ofright triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles ordecomposing into triangles and other shapes; apply these techniques in the context of 12-1 solving real-world and mathematical problems.

e.g., Sample Content Objective:Sample LanguageObjective

Choose the appropriate formula for the situation.

Substitute values into a formula.

Recognize that a formula is consistent.

Recognize that area is the amount of space insquare units.

Compare and Contrast attributes and formulas of different polygons.

Prior Perimeter Area Square units Triangle Polygon Coordinate plane

1-9 Algebra: Area Formulas

10-1 Perimeter 10-3 Area of

Parallelograms 10-4 Area of

Triangles Formula Page in

the back of the student book

Sample ELL Strategy

Explicit Formula Parallelogram Base Height Linear units Variable Special quadrilaterals Quadrilateral

Introductory









Sample ELL Strategy6.G.2.Find the volume of a right rectangular prismwith fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism.Apply the formulas V = l w h and V = B h to find volumes of right rectangular prisms with fractional edge lengthsin the context of solvingreal-world and mathematical problems.


Recognize the relationship betweenvolume using area of the base and height.

Determine volume of a rectangular prism using unit cubes.

Reconstruct the prism using unit cubes and analyze the fractional edge lengths.

Apply formula to find volume.

Validate formula for volume through exploration with manipulatives.

Prior Volume Right

rectangular prism

Base Height Unit cube

9-5 Quadrilaterals 10-6 Volume of

Rectangular Prisms


Introductory




Standard: Solve real-world and mathematical problems involving area, surfacearea, and volume.





Sample ELL Strategy6.G.3.Draw polygons in thecoordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply


Define coordinate plane, x-axis, y-axis, origin, and ordered pair.

Show therelationship between an ordered pair and its location on a coordinate plane using positive and negative values for x

Prior Coordinate

plane quadrants

x-axis y-axis Origin Ordered pair Coordinates Polygon

4-9 Algebra: Ordered Pairs and Functions

11-7 Coordinate Plane

Supplement Material Chapter 11



These techniques in thecontext of solving real- world and mathematical problems.

Sample ELL Strategy and y. Write theordered pair for a given point on a coordinate plane.

Locate and plot points on a coordinate plane creating the vertices of polygons.

Solve real-world problems applying these techniques.

Explicit Coordinate

points Vertices Positive and

Negative values

Introductory









Sample ELL Strategy6.G.4.Represent three- dimensional figuresusing nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.


Identify three dimensional figures.

Construct a net for three-dimensional figures with rectangular and triangular faces.

Decompose the net onto a coordinate grid to determine area of each face to determine the surface area.

Find surface area of various figures

Apply technique to real-world problems.

Prior Area Pyramids Three-

dimensional figures

Tape tangrams together and origami shapes in to boxes to show 3 dimensional shapes.

Sample ELL Strategy Explicit Surface area Net Prisms Face Edge Vertex

Introductory



Domain: Statistics and Probability 6.SP Pacing Guide

Standard: Develop understanding of statistical variability.





Sample ELL Strategy6.SP.1.Recognize a statistical question as one thatanticipates variability in the data related to the question and accounts for it in the answers. For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages.


Recognize a statistical question asone that anticipates variability in the data related to thequestion and accounts for it in the answers

Prior Data

Materials needed to introduce and reinforce the concept of statistics.

2-8 Statistical Lab Collecting Data to Solve a Problem

7-4 Probability 7-5 Sample Spaces 7-6 Making

Predictions


Introductory Statistics Variability









Sample ELL Strategy6.SP.2.Understand that a set of data collected to answer astatistical questionhas a distribution which can be described by its center, spread, and overall shape.


Understand that a set of data collected toanswer a statistical question has a distribution.

Distribution can be described by its center, spread, and overall shape.

Prior 2-5 Line Plots 2-6 Mean 2-7 Median, Mode,

and Range


Introductory









Sample ELL Strategy6.SP.3. Recognize that a measure of center for a numerical data set summarizes all of its values with a singlenumber, while a measure of variation describeshow its values vary with a single number.


Recognize that a measure of center fora numerical data set summarizes all of its values with a single number.

Recognize that a measure of variation describes how values vary with a single number.

Prior

Sample ELL Strategy Explicit Mean Median Mode Range

Introductory




Standard: Summarize and describe distributions.





Sample ELL Strategy6.SP.4.Display numerical data in plots on a numberline, including dot plots, histograms, and box plots.


Display numerical data in plots on anumber line.

Display numerical data in plots on a dot plots.

Display numerical data in plots on a histograms.

Display numerical data in plots on a box plots.

Prior Line plot Number line

2-3 Interpret Line Graphs

2-4 Stem and Leaf Plots

2-5 Line Plots


Introductory Histogram Dot plot Box plot




Standard: Summarize and describe distributions.





Sample ELL Strategy6.SP.5a-d.Summarize numerical data sets in relation to their context, such as by:

a. Reporting the number of observations.b. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.c. Giving quantitative measures of center (median and/or mean) and variability (inter quartile range and/or mean absolute deviation), as well as describing any overall


A : Summarize numerical

data sets in relation to their context by reporting the number of observations.

B: Summarize numerical

data sets in relation to their context by describing the nature of the attribute under investigation (including how it was measured and its units of measurement).

C : Summarize numerical

data sets in relation to their context by giving quantitative measures of center (median

Prior 2-1 Make a Table (Problem Solving Investigation)

2-2 Bar Graphs and Line Graphs

2-3 Interpret Line Graphs

2-4 Stem and Leaf Plots

2-5 Line Plots 2-6 Mean 2-7 Median, Mode,

and Range 2-8 Selecting an

Appropriate Display 2-9 Integers LA 6 (Looking

Ahead) pg. LA 25

Sample ELL Strategy Explicit Outlier

Introductory Quartile Absolute

deviation Inter quartile

range



pattern and any strikingdeviations from the overall pattern with reference to the context in which the data were gathered.d. Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.

and/or mean). Summarize numerical

data sets in relation to their context by giving quantitative measures of variability (inter quartile range and/or mean absolute deviation.

Describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered (outliers).

D : Summarize numerical

data sets in relation to their context by relating the choice of measures of center and variability to the shape of the data distribution.

Summarize numerical data sets in relation to the context in which the data were gathered.

Idaho StandardOutlier

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